Totally positive teaching a five stage approach to energizing s

To my wonderful wife, Eileen, whose inspiration, love, and support are principally responsible for the writing of this book Her help at every step of the way ■ l( / t' made this enterprise a mut&dllp ■ *> satisfying venture ' TOTALLY POSITIVE TEACHING A Five-Stage Approach to Energizing Students and Teachers Acknowledgments vii Introducing the Totally Positive Approach CHAPTER Meeting Mutual Needs.5 CHAPTER Changing Counterproductive Feelings 21 CHAPTER Ending Behavior Problems.38 CHAPTER Offering Total Acceptance 60 CHAPTER Helping Underachievers: Whole-Class Strategies.78 CHAPTER Helping Underachievers: Strategies for Individual Students.109 CHAPTER Using Active-Learning Strategies 133 CHAPTER The Totally Positive Approach in Action 151 Appendix: Sample Active-Learning Lessons.169 References.177 Index 180 About the Author 185 ♦ Acknowledgments I would like to express my sincere appreciation to the following people who helped me with this book: Carolyn Pool, acquisition editor at ASCD, who through her wisdom and support made this book a possibility Scott Willis, director of book acquisitions at ASCD, who reorganized the manuscript and whose reassurances helped convert potentially anxious situations into enjoyable experiences Anne Meek, development editor at ASCD, who made this book a far better work through her expertise and encouragement Stephen and Jill De May, lifelong friends, who played key roles in this enterprise, such as helping me find a publisher and getting the pages typed John and Ginny Kowal, lifelong friends, who were instrumental in my purchasing a computer and learning to use the word processor, as well as helping me make contacts with school personnel that were crucial in gathering material for the book VII TOTALLY POSITIVE TEACHING Joseph Eckenrode, a publisher who shared with me his insight and vision James Maloney, principal of Massapequa High School, and Clara Goldberg, principal of Lockhart Elementary School, who showed courage and confidence in allowing me free rein in their schools Theodor Ohland, retired English teacher, Island Trees, N.Y., who proofread key sections of the manuscript Roslyn Brown, director of the Effective Teachers Program, New York State United Teachers, who invited me to attend informative courses relevant to the content of my book Jeffrey D Holmes, technology coordinator for the Pleasant Valley School District, who gave me technical advice on how to use the word processor Thomas McLoughlin, my grandson, age 13, who helped me with the graphics, while my granddaughter, Tara McLoughlin, age 11, helped me with some of the editing Finally, I'd like to thank the professors at the marvelous college where I graduated 40 years ago—Oneonta State Teachers College, the University of the State of New York Four of the best years of my life were spent at Oneonta I would not have been able to write this book if not for the education I received at that school viii Introducing the Totally Positive Approach While working out at the Bally gym on Long Island, i asked Frank, a fellow member, whether he remembered a special teacher from his school days "Miss Maxon," he replied Frank was 15 when Miss Maxon taught her math lessons for the ages Miss Maxon has surely passed away because Frank describes her as having gray hair in 1932 His warm feeling for her today testifies to the powerful posi¬ tive impact that a great teacher has on the life of her students Miss Maxon isn't dead She lives on in the hearts and minds of the many hundreds of Franks who still remember her name and see her face as a vision of all that is ideal from their childhood She has gained a special immortality—a priceless reward that is potentially available to any motivated member of the teaching profession A teacher is in a position to acquire what few jobs in our soci¬ ety are capable of delivering—that special kind of immortality A great teacher is never forgotten Not at student reunions, not in the hallways or cafeteria of that lucky school where he taught, and most of all, not by the students who learned because a master teacher made learning a fulfilling experience Such a teacher can have an effect on the lives of generations of human beings A master teacher fosters a love of learning in the subject she teaches TOTALLY POSITIVE TEACHING That love may be transmitted to the students and on to the stu¬ dents' children From generation to generation, the inspiration of one superior educator transcends the limits of time The great teacher is totally involved in the education process She loves her work and loves interacting with the kids The great teacher comes early, stays late, and energizes herself through her pos¬ itive daily classroom experience Her students are involved in the class; they look forward to it They love their teacher, and when they look back on their school years, she will stand out as a breath of fresh air in their young lives They will learn, and it will be fun No toil is required, because the teacher makes it a labor of love She is able to teach all the children, not just the motivated ones The master teacher has few discipline problems This human being is one of the finest that our society has to offer A great teacher is a true hero The great teacher sees her job in a profoundly positive light The struggling teacher, however, views teaching as more negative than positive Have you ever known a teacher who, after retire¬ ment, refused to set foot in the school where he had spent so many years educating young minds? I remember a music teacher at his last faculty meeting in June, just before he retired He told one and all that once he left the school building, we would never see him again Sure enough, we never did Why are so many teachers so negative about their professional lives? What stops some teachers and principals from rising above the disappointments and frustrations of the job? Why can't more educators attain satisfaction and joy in a job well done? The answers are complex—but there are answers The good news is that school professionals who are sufficiently motivated and willing to work hard can experience the superb destiny that awaits them Introducing the Totally Positive Approach Five Techniques The purpose of this book is to give educators ideas that can help them become superior teachers and principals, and, at the same time, happier in their chosen profession Because the present system of education doesn't work for many students, teachers, and principals, I have devised an alternate approach called the Totally Positive Approach Educators who follow the Totally Positive Approach highlight the positives of teaching They avoid or eliminate the negatives, or convert the neg¬ atives into positives These lofty goals can be attained by using five techniques, which are explained in the chapters that follow: Meeting mutual needs Changing counterproductive feelings Ending behavior problems Helping underachievers Using active-learning strategies Using these techniques, teachers will connect with their students and help them achieve Out-of-control students will become self-disci¬ plined, and underachievers will become self-motivated As a natural outgrowth of their achievement, students will gain numerous bene¬ fits—they will develop a better attitude toward school, become more motivated, feel more competent, and feel better about themselves Teachers will benefit to an even greater degree As a result of their students' achievement, teachers will grow professionally; and as a by-product of helping students, teachers will experience per¬ sonal growth Their students will love them, the parents will respectthem, their colleagues will admire them, and their principals will support them TOTALLY POSITIVE TEACHING Teachers tend to underestimate their enormous power because they have felt helpless in dealing with some students' behavior and lack of achievement Teachers' lack of success is not due to a lack of power to shape young lives but, rather, an unfortunate lack of skill in exercising that power Teachers who use the Totally Positive Approach will be amazed at their high level of influence and persua¬ siveness Ordinary teachers and principals can become great by using the Totally Positive Approach On the surface, this book appears to be about achievement But achievement can be a vehicle for personal growth, for both teachers and students Personal growth is the hallmark of a success¬ ful life This book is really about hope and joy as well as mutual sup¬ port and trust—exactly the ingredients needed to combat the uncertainty of day-to-day life Author's note: The specifics of some incidents and the names of the children mentioned have been altered to preserve confidentiality Some of the educators mentioned may no longer work at the same schools with which they are identified in these pages TOTALLY POSITIVE TEACHING 7TH GRADE-SOCIAL STUDIES Objective Procedure To teach the events leading up to the American Revolution Assign a chapter to be read, such as a description of the events leading up to the American Revolution The students choose one topic and make a visual presenta¬ tion of the topic as well as a one-minute oral report Students can work alone or in small groups of two or three Students must use the Internet as well as their text¬ book to research for their presentation If there is a popular topic like the Boston Tea Party, assign it to an underachiever When the students give their presentations, the class takes part in peer review This is an excellent way to motivate students to pay closer attention Comments This lesson includes many of the suggestions for help¬ ing underachievers described in this book It addresses students' varied learning styles by using both audio and visual modalities It appeals to students of various temperaments (including students who thrive on active learning, or SP students) and talents For exam¬ ple, a child can use her interests and strengths in her presentation If she is musically inclined, she could write and perform a rap song After the presentation, the teacher can ask the students to consider how an event (such as the imposition of the Intolerable Acts or the starting of the Minute Man army) played a part in causing the American Revolution This pause to reflect will give each child an opportunity to make sense out of the event and to see if it has meaning to her In just a few minutes, the possibility that this information will be placed in long-term memory is enhanced Having students evaluate other students gives them a reason to pay attention The class should devise the criteria Peer review is a good example of active learn¬ ing because all the students (presenters and reviewers) are involved Source: Joseph Ciaccio 174 Appendix 7TH GRADE-MATH Objective Materials Procedure To teach students the formula for calculating the volume of a rectangular solid or cube Twenty sugar cubes per group Students work in pairs and are given 20 sugar cubes per pair Students are given dimensions such as length (3), width (3), and height (2) They build a rectangle and they fill in the structure They are told to count the number of cubes (in this case 18 cubes), and they place the number on a chart along with the dimen¬ sions After charting five different structures (four rectangles and one cube), students are asked, "What relationship you see between the length, width, and height and the number of cubes you used?" Students discover that if they multiply the length x width x height, they will know ahead of time the number of cubes they will need Source: Alison Eriksen, a teacher at Island Trees Middle School, N Y (John Segerdahl, principal) Island Trees is a New York State School of Excellence 175 TOTALLY POSITIVE TEACHING 10TH GRADE-BIOLOGY Objective To teach students the concept of diffusion with emphasis on osmosis Materials Two raw eggs Corn syrup Vinegar Two beakers Procedure Students the following: Balance Weigh the two eggs Put each egg into a beaker—label one beaker "w" and one beaker "s." Cover both eggs with vinegar Leave for 24 hours (the vinegar will dissolve the hard outer membrane leaving just chorion) Weigh each egg without the shell Record the weight in beaker "w" cover the egg with water In beaker "s" cover the egg with corn syrup Let it stand 24 hours Weigh both of the eggs Label and record results on student-made data tables Place the eggs back into their respective beakers Repeat steps 5-9 for the next 2-3 days; weigh each egg individually and record the results 10 Graph the results 11 Write a paragraph explaining, in detail, why and how you got the results that you did Base your conclusion on the facts you have learned about transport Make sure you answer the following questions as part of your investigation: What happened to the water egg? Why? What happened to the sugar egg? Why? How does homeo stasis and osmosis relate to this project? Identify dependent and independent variables What effect did the vinegar have on the egg? What moved through the egg mem¬ brane? What type of condition was the sugar egg in? Isotonic? Hypertonic? Hypotonic? Explain What were the conditions that created the movement? Can you think of an example where you have witnessed the process of diffu¬ sion in your personal life? Source: Maryalice Krauss, a science teacher at North Shore High School on Long Island, N Y (David Seinfeld, principal) Her students have a 100 percent passing rate on the state biology Regents exam 176 References Azar, R (1999) Multiple intelligences [Class], Sponsored by the New York State United Teachers' Effective Teaching Program Banner, J M., & Cannon, H C (1997) The elements of teaching New Haven: Yale University Press Bellanca, J (1999) Active learning handbook for the multiple intelligences classroom Arlington Heights, IL: SkyLight Ben-Hur, M (1998, May) Mediation of cognitive competencies for students in need Phi Delta Kappan, 79(9), 661-666 Benson, H (1975) The relaxation response New York: Morroe Berger, P (1998) Internet for active learners Chicago: American Library Association Berla, N., Henderson, A., & Kerewsky, W (1989) The middle school years: A parents' handbook Columbia, MD: National Committee for Citizens in Education Boyles, N., & Contadino, D (1997) The learning difference sourcebook Los Angeles: Lowell House Caudill, G (1998, January) Matching teaching and learning styles Technology Con¬ nection, 4(8), 11-13 Chandler, S., et al (1997, September) True colors: Creating the ideal Leadership, p 27 Chapman, C (1993) If the shoe fits: How to develop multiple intelligence in the class¬ room Arlington Heights, IL: IRI/SkyLight Cohen, F., & Seaman, L (1997, March) Research versus 'real-search.' Phi Delta Kappan, 78(7), 564-567 Cutlip, G., & Shockley, R (1988) Careers in teaching New York: Rosen Darling-Hammond, L (1997) The right to learn San Francisco: Jossey-Bass Dishon, D., & O'Leary, P W (1994) Groupwork for cooperative learning Holmes Beach, FL: Learning Dunn, R (1999, April) How we teach them if we don't know how they learn? Teaching PreK-8, 29(7), 50-53 Dunn, R., Beaudry, J., & Klavas, A (1989, March) Survey of research on learning styles Educational Leadership, 46(6), 50-58 177 TOTALLY POSITIVE TEACHING Ellis, S., & Whalen, S (1990) Cooperative learning New York: Scholastic Foyle, H C., Lyman, L., & Thies, S A (1991) Cooperative learning in the early child¬ hood classroom Washington, DC: National Education Association Fried, R L (1996) The passionate teacher: A practical guide Boston: Beacon Press Glasser, W (1986) Control theory in the classroom New York: Harper & Row Greene, L (1986) Kids who underachieve New York: Simon & Schuster Gremli, J (1996, November) Tuned into learning styles Music Educators Journal, 83(3), 24-27 Gross, R (1991) Peak learning New York: Penguin Putman Henry, T (2001, December 13) School's out for assumptions USA Today, p DIO Holt, J (1964) How children fail New York: Pitman Holt, J (1983) How children learn New York: Dell Horton, C B., & Oakland, T (1997, Spring) Temperament-based learning styles as moderators of academic achievement Adolescence, 32(125), 131-141 Hyams, J (1999) Zen in the martial arts New York: St Martin Johnson, R., Johnson, D W., & Holubec, E (Eds.) (1989) Structuring cooperative learning: Lesson plans for teachers Edina, MN: Interaction Book Johnson, S (1998) Who moved my cheese? New York: Putnam Johnson, S M (1990) Teachers at work: Achieving excellence in our schools New York: BasicBooks Keirsey, D., & Bates, M (1984) Please understand me: Character and temperament types Del Mar, CA: Prometheus Nemesis Kimmell, S (1999, Summer) [Class] Sponsored by the New York State United Teachers Kovalik, S., & Olsen, K (1998, March/April) The physiology of learning—Just what does go on in there? Schools in the Middle, 7(4), 32-37 Lionni, L (1987) Frederick New York: Knopf Lyman, L., Foyle, H., & Azwell, T (1993) Cooperative learning in the elementary class¬ room Washington, DC: National Education Association Manual Work Team of the Cognitive Research Program (1996) Mediated learning in and out of the classroom Arlington Heights, IL: IRI/SkyLight Martz, L (1992) Making schools better New York: Times Books Maurer, M M., & Davidson, G (1999, February) Technology, children, and the power of the heart Phi Delta Kappan, 80(6), 458-460 McQueen, T (1992) Essentials of classroom management and discipline New York: Harper Collins Natale, J (1995, October) Making smart cool Executive Educator, 17(10), 20-24 National Education Association (1999, May) True colors shine through NEA Today, p 21 Newsday (1999, June 21) City schools must end 'aging-out' promotions, p A20 New York State United Teachers (1999, July) Effective teaching program [Class], Oceanside, N.Y Ogden, E H., & Germinario, V (1988) The at-risk student Lancaster, PA: Technomic 178 References Project T.E.A.C.H for exceptional students [Training manual], (1991) Emerson, NJ: Per¬ formance Learning Systems Ramus, V M (2000, February 11) Dedicated to memory of 'Mr V.' Newsday, p A34 Reasoner, R (1989, September) [Training materials] Santa Cruz, CA: Center for SelfEsteem (P.O Box 1532, 90061) Rose, M (1999, February) Reaching for excellence American Teacher, 83(5), 6-7 Sandberg, B (1998, December 2) Are children being tracked by race? New York Teacher, pp 12-13 Sayers, D., & Cummins, J (1995) Brave new schools New York: St Martin's Press Scott, S (1988) Positive peer groups Amherst, MA: Human Resources Development Press Shaughnessy, M (1998, January/February) An interview with Rita Dunn about learning styles Clearing House, 71(3), 141-145 Shulman, J (1995) Groupwork in diverse classrooms Washington, DC: U.S Depart¬ ment of Education Silver, H., Strong, R., & Perini, M (1997, September) Integrating learning styles and multiple intelligences Educational Leadership, 55(1), 22-27 Slavin, R (1991) Student team learning Washington, DC: National Education Association Smith, J (1999, October) Active learning of mathematics Mathematics Teaching in the Middle School, 5(2), 108-110 Sousa, D (1995) How the brain learns Reston, VA: National Association of Secondary School Principals Stephens, L (1995) The complete guide of learning through community service Boston: Allyn & Bacon Stern, C (1999, July 5-9) Effective teaching programs [Training session] Sponsored by the New York State United Teachers Stigler, J W., & Hiebert, J (1998, Winter) Teaching is a cultural activity American Education, 22(4), 4-11 Stooksberry, J (1996, July/August) Using the kindergarten model in the intermedi¬ ate grades Clearing House, 69(6), 358-359 Strain, P (Ed.) (1981) The utilization of classroom peers as behavior change agents New York: Plenum Press Teaching through learning channels [Training manual] (1997) Emerson, NJ: Perfor¬ mance Learning Systems Ungerleider, D F (1985) Reading, writing, and rage: The terrible price paid by victims of school failure Rolling Hill Estates, CA: Jalmar Press Walden (1999, June 2) Learning-styles research helps teachers New York Teacher, p 27 Available online at http://www.nysut.org/newyorkteacher/backissues/19981999/9906021earningstyles.html Wassermann, S (1990) Serious players in the primary classroom New York: Teachers College Press Wilson, K., & Daviss, B (1994) Redesigning education New York: Holt Wood, G H (1992) Schools that work: America's most innovative public education pro¬ grams New York: Dutton 179 ♦ Index abstract cognitive processing, 99 acceptance benefits of, 60-63, 76-77, 167 giving feedback, 69-71 positive comments, 66-69 punishment and, 64-66 responsibility for misbehavior and, 72-73 student need for, 60-63, 75-77 total (defined), 63 acting out, 62 Active Citizenship Today (ACT), 146 active learning benefits of, 149-150 cooperative learning, 141-145 defined, 133-135 high-intensity, 136-139 in meeting needs, 15-16 service learning, 145-149 Totally Positive Approach and, 139141 using technology in, 135-136, 138139 Active Learning Handbook for the Multiple Intelligences Classroom (Bellanca), 125 at-risk students See also problem stu¬ dents; underachieving students exercising of power by, 53 leadership roles for, 46, 51-52 motivation for behavior of, 60-62 auditory learners, 97 authentic learning, 136 authority-submissive approach, 40 behavior, changing to alter thinking, 26-27 behavior contests, 42-43 behavior problems See student misbehavior Bellanca, James, 125 belonging, need for, 50-52, 142 Ben-Hur, Meir, 107 Bhagavad-Gita, 24 bias, 34-36 bodily/kinesthetic intelligence, 101 caring relationships in meeting mutual needs, 10-14 value of, 76, 153-155 case studies, 155-159, 159-163 change need for in teachers, 167 obstacles to, in teachers, 132 student resistance to, 152 Chuang-Tzu, 26 CIRC (Cooperative Integrated Reading and Composition), 144-145 citizenship training, 149-150 class meetings, 54-55 classwork individual strategies for, 118-122 whole-class strategies for, 84-86 cognitive processing styles, 98-100 colleagues, support from, 33-34 180 Index community service programs, 145-149 computers See technology concrete cognitive processing, 98-99 confidence, of students learning and, 81 strategies to improve, 83-89, 115-116 confirmatory responses, 48-49 containment technique, 46-49 contests in cooperative learning, 144-145 for fostering self-discipline, 42-43 in meeting mutual needs, 15-17 in motivation of underachievers, 93-94 Cooperative Integrated Reading and Composition (CIRC), 144-145 cooperative learning, 141-145 Corno, Elawar, 72 counseling, for teachers, 34 counterproductive feelings, in teachers bias and prejudice, 34-36 creating positives, 26-28 developing empathy, 28-31 goals and objectives and, 31-32 looking for positives, 24-26 prayer, meditation, and exercise in, 32-33 support and counseling for, 33-34 criticism effect on underachievers, 82 positive feedback and, 71-72 cultural competence, 106-108 expectations of children with low self-image, 82 power of, 86-88 external obstacles, 21-22 extra credit on tests, 115 feedback See positive feedback Feuerstein, Reuven, 106, 131 Frederick (Lionni), 82 freedom, need for, 55-56 Fried, R L., 7-8 fun, need for, 6-7, 56-58 games in cooperative learning, 144-145 for fostering self-discipline, 42-43 in meeting mutual needs, 15-17 Gardner, Howard, 100, 123, 124 Glasser, William, 50, 52, 56, 79 global learners, 99 goals of teachers, 31-32 groups, in cooperative learning, 141-145 growth, personal See personal growth high-intensity active learning, 136-139 Holt, John, 80, 96 immortality, 1-2, 166-168 information retention active learning and, 140 motivational techniques, 93-94 relevancy and understanding in, 90-92 use of class time and, 92-93 intelligence See multiple intelligences intentionality in teaching, 107 interdisciplinary activities, 146 interests of students, in motivation, Dare to Care, 148, 149 descriptive praise, 66-69, 84-86, 89 distancing from students, cost of, 22, 40 Dunn, Rita, 96, 100 economic incentives for teachers, 31-32 elementary school grading of tests, 116-118 teacher intervention in, 117 emotional control, by teachers, 23 empathy development of, 28-31 overcoming bias and, 36 in teaching, 165 enthusiasm, benefits of, 6-7 Escalante, Jaime, 74 exercise, in changing counterproductive feelings, 32-33 121-122 interests of teachers, as teaching asset, 7-10 internal obstacles, 21-22 interpersonal intelligence, 102 intrapersonal intelligence, 102 Jigsaw, 144-145 job change, for teachers, 27-28 job description for students, 87 Kaleidoscope Profile, 98 kinesthetic/bodily intelligence, 101 181 TOTALLY POSITIVE TEACHING Lao-tzu, 49 leadership, student See student leadership learning See also active learning; infor¬ mation retention authentic, 136 cooperative, 141-145 long- vs short-term, 91-92 self-concept in, 80-83 self-confidence in, 81 service, 145-149 learning styles, 96-98, 123-126, 139-140 linguistic/verbal intelligence, 101 Lionni, Leo, 82 logical/mathematical intelligence, 101 Longfellow, Henry Wadsworth, 167-168 long-term memory, 91-92 See also infor¬ mation retention low-income students bias against, 35 inadequate background of, 106-108 peer pressure in performance of, 44-45 technology as teaching aid for, 122 low-IQ/low-achievement students, 35 Markham, Edwin, 108 mathematical/logical intelligence, 101 McQueen, Theona, 42 Mediated Learning Experience, 106-107 meditation, in changing counterproduc¬ tive feelings, 32-33 memory, short- vs long-term, 91-92 minority students, 35-36, 106-108 motivation of students, 44-45, 60-62, 93-94, 121-122 multiple intelligences assessing in students, 125 as strengths of students, 123-126 of teachers, 102 types of, 100-103 musical/rhythmic intelligence, 101 mutual needs approaches to meeting, for fun, 6-7, 56-58 for nurturing, 10-14 overcoming prejudice and, 36 parents and, 31 satisfying in classroom, 14-18 use of teachers' talents, 7-10 National Board for Professional Teaching Standards, 31-32 naturalist intelligence, 102 needs, five basic, 50 See also mutual needs; student needs negative situations defusing of, 46-49 thinking positively in, 24-26, 36-37 nonverbal support, 85 nurturing, 10-14 objectives of teachers, 31-32 obstacles to positive thinking, 21-22 oral tests, 115 parents child's rejection by, 61 empathy for, 29-31 as partners in child's education, 30 phone calls to, 74 peer leadership programs, 44-46 peer mediation, 130 peer review, 129 peer socialization, 129 peer support importance of, 50, 142 programs for, 126-131 peer tutoring, 126-129 Performance Learning Systems, 98 personal growth of students, 4, 163-166 of teachers as professional goal, 32 as result of helping underachievers, 4, 131-132, 163-166 personality traits, bias against, 34-35 personality types, 103-106, 120, 140 plays, to meet mutual needs, 15-16 positive feedback how to give, 69-72 to improve student self-image, 82 problem students' need for, 66-69 positive thinking basis of, 36-37 creating positives, 26-28 finding positives, 24-26 importance of, 21-22 obstacles to, 21-22 positive transfer, 92 power, need for, 52-55 182 Index praise descriptive, 84-86, 89 internal vs external, 85 total acceptance and, 66-69 prayer, in changing counterproductive feelings, 32-33 prejudice, 34-36 Prime Time, 92-93 principals, empathy for, 29 problem students See also student mis¬ behavior; underachieving students importance of respect to, 39-41 motivation for behavior of, 44-45, 60-62 as opportunity for teacher fulfill¬ ment, 10-14 underachievers as, 110 professional counseling, for teachers, 34 "professional" misbehavior, 38 psychotherapy, for teachers, 34 punishment, negative effects of, 64-66 puzzles, to meet mutual needs, 15-16 Quest Foundation, 80 question-and-answer sessions, 84 real world learning, 136 relevancy in learning, 91-92, 147 respect, importance to students, 39-41, 59 responsibility for misbehavior, 72-73 retention of information See informa¬ tion retention retention of students, negative effects of, 111-112 Scott, Sharon, 45 self-awareness, teacher, 153-154 self-concept, importance of, 17, 80-83 self-confidence, 81, 83-89, 115-116 self-discipline, fostering of, 41-42, 58-59 self-fulfilling prophecies, 48, 118-120 sequential learners, 100 service learning, 145-149 Shakespeare, William, 20 short-term memory, 91 Slavin, Robert E., 144 social promotion, negative effects of, 112 spatial/visual intelligence, 101 STAD (Student Teams Achievement Divi¬ sion), 144-145 Stand and Deliver (film), 74-75 student leadership benefits for problem students, 46, 51-52 class involvement strategies, 43-46 in cooperative learning, 142-143 student misbehavior challenge or disaster, 23-24 key points in managing, 75-77 reasons behind, 38-39 responsibility for, 72-73 strategies for containment technique, 46-49 contests and games, 42-43 fulfilling student needs, 49-58 student leader involvement, 43-46 student self-discipline, 58-59 underachievers, 110 student needs acceptance, 60-63, 75-77 belonging, 50-52, 142 freedom, 55-56 fun, 6-7, 56-58 importance of, 49-50 power, 52-55 respect, 39-41 students See also problem students; underachieving students at-risk, 46, 51-53, 60-62 benefits of Totally Positive Approach, 3, 19-20, 163-166 inadequate background of, 106-108, 140 individual differences among, 94108 low-income, 35, 44-45, 106-108, 122 low-IQ/low-achievement, 35 minority, 35-36, 106-108 motivation of, 44-45, 60-62, 93-94, 121-122 personal growth of, 4, 163-166 Student Teams Achievement Division (STAD), 144-145 study skills, 90 tactile learners, 97 TAI (Team Accelerated Instruction), 144145 talents of teachers, as teaching asset, 7-10 teacher certification, 31-32 183 TOTALLY POSITIVE TEACHING teachers authority of, 66 benefits of Totally Positive Approach, 3-4, 19-20, 163-168 bias and prejudice of, 34-36 cognitive processing style of, 100 counterproductive feelings, 21-37 developing empathy, 28-31 emotional control, 23 family benefits, 18-19, 166 fulfillment in teaching, 10-14, 20, 166-168 goals and objectives of, 31-32 interests and talents of, 7-10 as learning mediators, 107 learning styles of, 97-98 as models for students, 40 multiple intelligence strengths of, 102 personal growth, 4, 32, 131-132, 163-166 personality of, 40-41, 69 personality types of, 105 positive actions to create positive thinking, 26-28 positive thinking in negative situa¬ tions, 24-26, 36-37 recognizing obstacles, 21-22 self-awareness, 153-154 support and counseling for, 33-34 Team Accelerated Instruction (TAI), 144145 Teams-Games-Tournament (TGT), 144145 teams, in cooperative learning, 141-145 technology in active learning, 135-136, 138-139 in adapting to student learning styles, 98 involving underachievers, 121-122 temperament, student variations in, 103-106 test anxiety, 115-116 tests grading in elementary school, 116— 118 oral, 115 using to bolster confidence, 83-84, 115-116 zero tolerance for failure policy, 113118 TGT (Teams-Games-Tournament), 144145 total acceptance See acceptance Totally Positive Approach and active learning, 139-41 benefits of, 3-4, 19-20, 163-168 five techniques of, 3-4 and success in students, 151-153 tracking programs, 35-36, 86-87 tutoring, peer, 126-129 underachieving students See also prob¬ lem students behavior problems in, 110 bias against, 35 classwork for, 84-86, 118-122 confidence-bolstering steps, 83-89, 115-116 fear of success, 152 identification of, 113-114 improving information retention, 90-94 individual differences, 94-108 individualized approaches for, 109110 interests of, 121-123 multiple intelligences and, 100-103, 123-126 neediness of, 79 personalities of, 120 proportion of population, 78 self-concept of, 80-83 tests and, 83-84, 113-118 understanding, and long-term learning, 91-92 Valued Youth Partnership Program, 127, 128 verbal/linguistic intelligence, 101 visual learners, 97 visual/spatial intelligence, 101 Wasserman, Selma, 135 Who Moved My Cheese? (Johnson), 132 win-win situations, 25-26 zero tolerance for failure policy, 113-118 184 About the Author Joseph Ciaccio taught history for 31 years in a middle school on Long Island, New York He realized that many students and teachers did not fit into the traditional school system Bit by bit, Mr Ciaccio devel¬ oped his own system, the Totally Positive Approach His determination to nurture and support academically needy children led to the development of the techniques described in this book Among his many other achievements, Mr Ciaccio was a candidate for the New York State Senate in 1966 and for the U.S House of Repre¬ sentatives in 1968 He has been listed in Community Leaders of America Mr Ciaccio is uniquely qualified to write about helping under¬ achieving students because he understands what it is like to struggle in school, both as a student and as a teacher An educator who has triumphed over these obstacles, he believes, is more likely to know what must be done for these students and how to it Mr Ciaccio can be reached at P.O Box 1301, Brodheadsville, PA 18322 185 Related ASCD Resources Totally Positive Teaching: A FiveStage Approach to Energizing Students and Teachers At the time of publication, the following ASCD resources were available; for the most up-to-date information about ASCD resources, go to www.ascd.org ASCD stock numbers are noted in parentheses Print Products Connecting with Students by Allen N Mendler (#101236) Educational Leadership: Building Classroom Relationships (entire issue, September 2003) Excerpted articles online free; entire issue online and accessible to ASCD members Audio Educational Leadership: Do Students Care About Learning? (entire issue, Septem¬ ber 2002) Excerpted articles online free; entire issue online and accessible to ASCD members Building and Sustaining Motivation for Improving Student Achievement by Rich¬ ard Sagor (2 audiotapes) (#203079) Enlighten Up! An Educator's Guide to StressFree Living by Lynell Burmark and Lou Fournier (#102106) Motivating Students Who Don't Care by Allen Mendler (#203128 tape; #503221 CD) Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Re¬ sponsive Teaching by Carol Ann Tomlinson (#103107) NEW! New Techniques for Working with the Underachiever by Monroe Helfgott (#202253) Sustaining Great Progressive Schools: Lead¬ ership, Courage, and Fulfilling Demo¬ cratic Purpose by Carl Glickman (#203209 tape; #503302 CD) Networks Visit the ASCD Web site (www.ascd.org) and search for "networks" for infor¬ mation about professional educators who have formed groups around topics like "Invitational Instruction" and "Quality Education." Look in the "Network Directory" for current facili¬ tators' addresses and phone numbers Online Resources Visit ASCD's Web site (www.ascd.org) for the following professional develop¬ ment opportunities: Education Topic: School Culture/Climate (free) Professional Development Online: The Reflective Educator and Surviving and Thriving in Your First Year of Teaching, among others (for a small fee; pass¬ word protected) Motivating Students and Teachers in an Era of Standards by Richard Sagor (#103009) NEW! Schooling for Life: Reclaiming the Essence of Learning by Jacqueline Grennon Brooks(#101302) Teaching and Joy by James Scott and Robert Sornson (#196076) Also on Audiotape and CD! Videos Educating Everybody's Children (3 videos and facilitator's guide) (#400220) Inclusion (3 videos and facilitator's guide) Educational consultant: Council for Exceptional Children (#495044) Motivation: The Key to Success in Teaching and Learning (3 videos and facilitator's guide) (#403344) NEW! A Visit to a Motivated Classroom (#403384) NEW! For more information, visit us on the World Wide Web (http://www.ascd.org), send an e-mail message to member@ascd.org, call the ASCD Ser¬ vice Center (1-800-933-ASCD or 703578-9600, then press 2), send a fax to 703-575-5400, or write to Information Services, ASCD, 1703 N Beauregard St., Alexandria, VA 22311-1714 USA If you like this book, you 11 LOVE the membership1 JOIN ASCD TO GET OUR AWARD-WINNING RESOURCES ALL/EAR LONG! F ounded in 1943, the Association for Supervision and Curriculum Development (ASCD) is an international, nonpartisan, not-for-profit education association dedicated to the success of all learners ASCD provides many services to educators—-kindergarten through grade 12—as well as others in the education community, including administrators, school board members, university professors, and parents ASCD membership is a convenient, low-cost way to stay current on the best new ideas for K-College educators ASCD member benefits include the following: ♦ Subscriptions to Educational Leadership magazine and Education Update and Curriculum Update newsletters ♦ Newly published Member Books delivered to you throughout the year ♦ Access to the ASCD Online Library and other online educational resources ♦ Low Member Prices on ASCD professional development resources and meetings ♦ and much more! JOIN TODAy? Becoming an ASCD member IS QUICK AND EASY1 Check out our membership site on the Internet: www.ascd.org Call (toll-free in the United States and Canada) BOO-933-ASCD (2723) or 703-578-9600 Association for Supervision and Curriculum Development 1703 North Beauregard Street Alexandria, VA 22311-1714 USA M Education $25.95 U.S TOTALLY POSITIVE TFATHINfl I LHV.I Ill* U A Five-Stage Approach to Energizing Students and Teachers Discipline problems, limited resources, crowded classrooms Teachers face many issues each day that can wear down their love of education How can they stay focused and energized day in and day out? In Totally Positive Teaching, Joseph Ciaccio shares an approach that trans¬ formed him from a burned-out veteran teacher struggling joylessly through each day to a professional who has fun with his students, guiding them to success while enjoying the teaching process The conviction that people can adopt a new attitude is at the heart of Ciaccio's Totally Positive Approach When teachers enter the classroom with an upbeat attitude supported by constructive teaching techniques, they can build trusting partnerships with students Ciaccio describes five techniques for creating a daily positive learning experience that nurtures student achievement: ♦ ♦ ♦ ♦ ♦ Devising activities to meet the mutual needs of student and teacher Changing personal counterproductive feelings Responding to behavior problems with self-discipline Helping underachievers become self-motivated Developing instructional strategies to keep students engaged Ciaccio provides plenty of examples to illustrate how these techniques actually work in the classroom He also includes dozens of strategies and tips for introducing the Totally Positive Approach and making it take hold in your own work When teachers use the Totally Positive Approach, students gain confidence, take control of their lives, and feel that they belong Just as important, teachers enjoy enormous professional and personal growth, seeing with new clarity how their own attitudes and actions help shape the next generation Totally Positive Teaching is an inspirational guide to approaching each school day with new energy, insight, and satisfaction STUDY GUIDE ONLINE isbn o-aviBO-aao-t, 90000 780871 208804 BROWSE EXCERPTS FROM ASCD BOOKS: http://www.ascd.org/books Association for Supervision and Curriculum Development Alexandria, Virginia USA